Developing statistical literacy in high school through real data and exponential functions: an educational evaluation

Abstract

The use of real data for the interpretation of statistical graphs encompassing exponential function was investigated. The goal was to develop, apply and assess an educational product composed of a website that simulates exponential functions, using real data for the interpretation of statistical graphs. The issue of how to develop statistical literacy for the interpretation of graphs involving exponential function in high school students using real data was addressed. The theoretical basis of Vygotsky's socio-interactionism was used. The application of the product, which was contextualized in a didactic sequence, was carried out in a class of the first year of high school. The collected data were treated qualitatively, based on the presuppositions of Bardin's content analysis; texts resulting from the application of the didactic sequence served as sources of analysis. Four categories were generated from the analysis of the texts: students' difficulty, students' protagonist, mathematics and exponential functions, and educational product and didactic sequence.